Standards and Objectives: Standards: MCC7.SP.6 Approximate the probability of a chance event by collecting data on the chance process that produces it and observing it’s long run relative frequency, and predict the approximate relative frequency given that probability. Objectives: Students connect probability to situations around them. The students solve problems based on probability. The students determine the probability of an event occurring in class by collecting data from their peers during an in class activity.
As a result of this lesson/unit, students will Know (facts, vocabulary), Understand (concepts), and/or be able to DO (skills): Know: Students will know what probability, chance process, and relative frequency is. Students will know how all three of these terms are related. Understand: Students will understand when and why probability is used. Students will understand the logic behind probability. Be Able To Do: Students will be able to gather data and determine the probability of an event occurring. Students will be able to use their collected data to execute the formula to find probability (# of favorable outcomes/# of possible outcomes) Students will show they understand the concept by creating their own arcade game and providing a description of the likelihood of someone winning the game by performing probability calculations.
Essential Question(s): When would I use probability in real life? Why is collecting data an important part of determining the probability of an event occurring? Who might use probability in their career? How can you calculate the probability of an event occurring?
Strategies used: Yes/No Cards (Pre-Assessment) In Class, Hands On Activity (Partners) Post Assessment Quiz Video with outline of most important points Lecture, with probability demonstration in front of the class, while students take notes over key terms and formulas
Instructional Activities
Materials:
Lecture/Discussion
Yes
Text/Supplemental Resources
Demonstration/Modeling
Yes
Handouts M&M Worksheet
Simulation
Maps/Charts
Group Work
Yes
Multi-Media Presentation Bill Nye Video
Oral Presentation
Computer Lab
Guided Practice
Yes
Student Use of Digital Tools
Lab/Project
Yes
Other: Note Cards
Individual Work/Homework
Yes
Other: M&M’s
Media Center
Other: Quiz
Evaluation
Essential Vocabulary
Written Response
Collect
Data
Oral Response
Chance
Probability
Quiz/Test
Yes
Division
Formula
Visual Representation
Frequency
Likelihood
Model
Yes
Performance Assessment
Formative Assessment
Yes
Summative Assessment
Instructional Plan:
Time Allowed
Specific Plan
Materials
1
5 minutes
Yes/No Cards – Students make a card with Yes (or Got It) on one side, No (No clue) on the opposite side. I will ask an introductory question. Students who know the answer hold up the Yes card, if they don’t know the answer they hold the No card. This will serve as my “pre-assessment” to see how much my students already know about probability.
Note Cards
2
15 minutes
Show Bill Nye video until 12.38. Students will write down all of the examples they see in the video of probability being used. They will then be asked to brainstorm and come up with any other instances where probability could be used. I will tell students beforehand to look for these examples. http://www.youtube.com/watch?v=3Nn_Wf3v-Ag
Overhead, Computer, YouTube
3
10 minutes
I will lecture about probability and explain how to calculate probability using # of favorable outcomes/# of possible outcomes. I will show an example using a coin toss and asks students to tell me the steps.
Coin, Dry Erase Board, Marker
4
20 minutes
M&M Group Activity. Students will get with a partner to do the M&M Activity. They will be given one bag of M&M’s, and they will select one M&M 50 different times to find the probability for choosing each color. Students will each record the data. http://www.mrsfullilove.com/m&msprobability.pdf
M&M’s, M&M worksheet
5
5 minutes
Formative Assessment: Each student will come to the board and write their own definition of probability.
White board, markers
6
5 minutes
Explain project: Develop an arcade game and provide a description of the likelihood of someone winning the game by performing probability calculations. It is due next week
The instructions are posted on my class website.
Adaptations/Modifications:
Students who need additional help will be given slotted notes to fill in during the Bill Nye video. Students will be put in groups based on their readiness level. Students who are lower-level learners will be given a different assignment to work on while the others are working on the M&M assignment. ELL learners will be given a handout with all of the definitions and formulas on it.
Mrs. du Plooy
Standards: MCC7.SP.6 Approximate the probability of a chance event by collecting data on the chance process that produces it and observing it’s long run relative frequency, and predict the approximate relative frequency given that probability.
Objectives: Students connect probability to situations around them.
The students solve problems based on probability.
The students determine the probability of an event occurring in class by collecting data from their peers during an in class activity.
Know: Students will know what probability, chance process, and relative frequency is. Students will know how all three of these terms are related.
Understand: Students will understand when and why probability is used. Students will understand the logic behind probability.
Be Able To Do: Students will be able to gather data and determine the probability of an event occurring. Students will be able to use their collected data to execute the formula to find probability (# of favorable outcomes/# of possible outcomes) Students will show they understand the concept by creating their own arcade game and providing a description of the likelihood of someone winning the game by performing probability calculations.
When would I use probability in real life?
Why is collecting data an important part of determining the probability of an event occurring?
Who might use probability in their career?
How can you calculate the probability of an event occurring?
Yes/No Cards (Pre-Assessment)
In Class, Hands On Activity (Partners)
Post Assessment Quiz
Video with outline of most important points
Lecture, with probability demonstration in front of the class, while students take notes over key terms and formulas
Specific Plan
1
2
http://www.youtube.com/watch?v=3Nn_Wf3v-Ag
3
4
http://www.mrsfullilove.com/m&msprobability.pdf
5
6
Students who need additional help will be given slotted notes to fill in during the Bill Nye video.
Students will be put in groups based on their readiness level.
Students who are lower-level learners will be given a different assignment to work on while the others are working on the M&M assignment.
ELL learners will be given a handout with all of the definitions and formulas on it.
Here is the activity we will be doing in class. http://www.mrsfullilove.com/m&msprobability.pdf